Lesson Title: Chemiosmosis/Carbon-Fixation Reactions: Breakdown of Molecules Involved/Calvin Cycle
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4
Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation). LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard C: Life Science
o Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
This lesson begins with a brief overview of photosystems, which was covered in the previous lesson. This will lead into a discussion of chemiosmosis and ATP synthase and the Calvin cycle. Students will complete a chemiosmosis coloring graphic organizer as well as a light-dependent versus light independent reaction worksheet.
Opportunities to Learn:
Depth of Knowledge
Level 3 Application:
Students will illustrate the process of chemiosmosis
Level 4 Analysis:
Students will compare the light-dependent reactions with light-independent reactions by completing a graphic organizer.
Level 5 Synthesis:
Students will formulate a story of photosynthesis (second version)
Prerequisite Knowledge
Students should be familiar with the light-dependent reactions in order to compare them to the light-independent reactions. They should also have reviewed photosystems I and II in order to discuss chemiosmosis.
Plans for Differentiating Instruction
In this lesson, students will have a lot of opportunities to work independently as well as in pairs. They will work independently on the light-dependent versus the Calvin cycle worksheet and work in pairs when completing the chemiosmosis coloring activity, the photosynthetic story, and the "Take Away Points" activity [3 categories].
Accommodations and Modifications
Throughout the lesson, student responses are kept on the board for further discussion as well as that particular day's agenda. This will help to keep students organized, focused, and on task. Also, I will show figures from the student's textbook so that it will be familiar and it will also help them understand it for when they are reviewing for the test on their own. Giving students graphic organizers also helps to keep them on task and organized and also offers a nice visual presentation of the concepts.
Environmental Factors
Students will be working at their tables (2 students per table) for most of the class period. When students are working on the chemiosmosis coloring activity they will work with the other student at their table.
Trace the flow of electrons and protons through the thykaloid membrane.
Complete the Calvin cycle graphic organizer.
Compare what happens in the light-dependent reactions with what happens in the Calvin cycle; mainly the reactants and products of each series of reactions.
Write and illustrate a second version of the photosynthetic story.
Instruction:
Opening:
Warm-up question: Can the complete process of photosynthesis take place in the dark? Why or why not? Allow students some time to think and record their answers in their notebooks. Then ask students what their responses were and record them on the overhead/chalkboard. Remind them that they will know the correct answer to this by the end of this lesson. Reaction to Reading: How did yesterday's reading strategy work for you? Was it helpful? Get reactions from students. Prompt students with questions about the reading if they have no reactions. At this time, we will only talk about student's reactions to the reading and tell them that we will address any questions they have during today's lesson. Write the student's responses on the board so that we will be able to answer at the end of class. Question for the Day:The question for the day will be the warm-up question. Agenda: First, we'll have a brief review of the two photosystems which will lead us to a discussion of chemiosmosis. Then we'll look at another detail of photosynthesis: Light-Independent reactions which are also known as the Carbon-Fixation reactions. Most plants use the Calvin cycle to fix carbon which you may or may not have heard of before. We'll see what molecules come in and out of the cycle and which ones come from the light-dependent reactions. Lastly, we'll take another look at our story of photosynthesis and write a second version which will include more terms and steps.
Engagement:
I will review the notes from the previous lesson on the two photosystems and then give new notes on chemiosmosis and ATP synthase. Then I will have the students work in pairs and complete a chemisomosis coloring activity. This activity has students read through an introductory paragraph which explains what is happening throughout the process and has them color specific parts of a black and white diagram/picture. Once they finish the coloring, the activity requires them to trace the flow of the electrons and protons through the thykaloid and also answer a couple questions regarding the process of chemiosmosis. Students will be allowed to use their textbook or the internet in the classroom if necessary. After they have completed the worksheet, I will have the students move back to their seats and I will collect their worksheets and we will review the activity. I will have a pre-colored worksheet on the overhead and we will trace the flow of the electrons and protons as well as review what the introductory paragraph had to say, step by step.
Next, I'll introduce the light-independent reactions by giving new notes. The notes will cover: how plants use the Light-Independent reactions/Calvin cycle to fix carbon (rubisco, PGA, G3P), photorespiration, and a brief introduction to C3, C4 and CAM plants. Then I will put the diagram of the Calvin cycle up on the overhead/computer from the student's textbooks. We will go over step by step what occurs at each site in the Calvin cycle. I will hand out a graphic organizer for students to fill in blanks of the Calvin cycle diagram as we review the diagram together on the overhead. This will give students a nice visual to study from for the test.
Next, I will have students compare what happens in the light-dependent reactions with what happens in the Calvin cycle; mainly the reactants and products of each series of reactions. I will hand out a worksheet that has students compare and contrast the two topics. Students will work independently on this assignment and will be able to refer to their notes and textbook if needed.This assignment will be collected and counted as an assessment.
At this point, I will hand out the graphic organizer that will has 3 spaces to write different versions of the photosynthetic story. This will be student's second versions of the story of photosynthesis. I will tell them to write and illustrate the story (process) of photosynthesis using as much information as we have covered so far. They will be able to use their notes and talk to the person next to them if they desire to do so. On the board, I will have a reminder of what needs to be in the story: sun/sunlight, ATP, carbon dioxide, water, glucose, oxygen, chloroplasts, chlorophyll [a and b], thykaloids, stroma, granum, light-independent reactions, light-dependent reactions. I will encourage them that the more detail the better and to label everything in their stories. I will also let the students know that we will be writing one other version of the story of photosynthesis as we learn more about the process. The students will hand in their stories and I will tell them that they will be returned when we will write our third, and final version.
Closure:
Take Away Points: I will have some categories on the board/overhead [Chemiosmosis, Carbon dioxide uptake (in Calvin cycle), Carbon reduction (in Calvin cycle), RuBP (in Calvin cycle), and photorespiration]. I will hand out a chart that has the categories at the top with blank columns. I will then allow students to work in pairs to come up with as many details they can think of that can fit into these categories. Then I will allow one student from each pair to come up and write their details on the board one at a time. Once they're finished, I will review the 'chart' with the students being sure to point out common details and also fill in any that they may have missed and encourage them to add any other details that other pairs may have come up with to their own chart. This will not be collected. Answer to Question for the Day: Can the complete process of photosynthesis take place in the dark? Why or why not? Students will revisit the question and we will go over the answer together as a class. I will call on students for their responses and we will write out our new answers underneath our answers from the beginning of the lesson, being sure to notice the differences. Lit Strategy for Exit Assessment: The take away points assignment will be the literacy strategy for today's lesson, but will not be graded. Pre-Reading Strategy and Homework: Page 214 and printed text from college textbook about C3, C4, and CAM pathways. Strategy to Read: Look at pictures, figures and diagrams. Model: Tonight, I want you to skim over the reading and look at all the figures, diagrams and pictures along with the captions. Then continue to read the text and see where and how the figures etc. help you to understand the concepts in the text. Then I'll show an excerpt from the college textbook (which they will not be reading) and say 'Let's look at these figures. What do they tell us about the reading?" Then I'll read through the text aloud and ask students how the figures helped us understand the concepts. Since we looked at the figures prior to reading, did it give you a sense of what the text was going to be about? Also, because the test is coming up I will remind students that they should be prepared, and not to cram. Students often underestimate the time it will take to prepare for a test. These students wait until the last minute to prepare and attempt to learn an entire chapter or two in one or two days. Break the material into smaller chunks and review 15-20 minutes daily. Tomorrow's Plan: Rate of Photosynthesis Lab Continued, C3, C4, and CAM plants, Factors Affecting Photosynthesis.
Assessment:
Story of Photosynthesis: Version 2
Compare Contrast Light-Dependent and Light-Independent Reactions Worksheet
Lesson Plan
Return to Unit Plan
Lesson Title: Chemiosmosis/Carbon-Fixation Reactions: Breakdown of Molecules Involved/Calvin Cycle
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation).
LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard C: Life Scienceo Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
This lesson begins with a brief overview of photosystems, which was covered in the previous lesson. This will lead into a discussion of chemiosmosis and ATP synthase and the Calvin cycle. Students will complete a chemiosmosis coloring graphic organizer as well as a light-dependent versus light independent reaction worksheet.Opportunities to Learn:
Depth of Knowledge
Level 3 Application:- Students will illustrate the process of chemiosmosis
Level 4 Analysis:- Students will compare the light-dependent reactions with light-independent reactions by completing a graphic organizer.
Level 5 Synthesis:Prerequisite Knowledge
Students should be familiar with the light-dependent reactions in order to compare them to the light-independent reactions. They should also have reviewed photosystems I and II in order to discuss chemiosmosis.Plans for Differentiating Instruction
In this lesson, students will have a lot of opportunities to work independently as well as in pairs. They will work independently on the light-dependent versus the Calvin cycle worksheet and work in pairs when completing the chemiosmosis coloring activity, the photosynthetic story, and the "Take Away Points" activity [3 categories].Accommodations and Modifications
Throughout the lesson, student responses are kept on the board for further discussion as well as that particular day's agenda. This will help to keep students organized, focused, and on task. Also, I will show figures from the student's textbook so that it will be familiar and it will also help them understand it for when they are reviewing for the test on their own. Giving students graphic organizers also helps to keep them on task and organized and also offers a nice visual presentation of the concepts.Environmental Factors
Students will be working at their tables (2 students per table) for most of the class period. When students are working on the chemiosmosis coloring activity they will work with the other student at their table.Materials
Objectives:
Instruction:
Opening:
Warm-up question: Can the complete process of photosynthesis take place in the dark? Why or why not? Allow students some time to think and record their answers in their notebooks. Then ask students what their responses were and record them on the overhead/chalkboard. Remind them that they will know the correct answer to this by the end of this lesson.Reaction to Reading: How did yesterday's reading strategy work for you? Was it helpful? Get reactions from students. Prompt students with questions about the reading if they have no reactions. At this time, we will only talk about student's reactions to the reading and tell them that we will address any questions they have during today's lesson. Write the student's responses on the board so that we will be able to answer at the end of class.
Question for the Day:The question for the day will be the warm-up question.
Agenda: First, we'll have a brief review of the two photosystems which will lead us to a discussion of chemiosmosis. Then we'll look at another detail of photosynthesis: Light-Independent reactions which are also known as the Carbon-Fixation reactions. Most plants use the Calvin cycle to fix carbon which you may or may not have heard of before. We'll see what molecules come in and out of the cycle and which ones come from the light-dependent reactions. Lastly, we'll take another look at our story of photosynthesis and write a second version which will include more terms and steps.
Engagement:
I will review the notes from the previous lesson on the two photosystems and then give new notes on chemiosmosis and ATP synthase. Then I will have the students work in pairs and complete a chemisomosis coloring activity. This activity has students read through an introductory paragraph which explains what is happening throughout the process and has them color specific parts of a black and white diagram/picture. Once they finish the coloring, the activity requires them to trace the flow of the electrons and protons through the thykaloid and also answer a couple questions regarding the process of chemiosmosis. Students will be allowed to use their textbook or the internet in the classroom if necessary. After they have completed the worksheet, I will have the students move back to their seats and I will collect their worksheets and we will review the activity. I will have a pre-colored worksheet on the overhead and we will trace the flow of the electrons and protons as well as review what the introductory paragraph had to say, step by step.Next, I'll introduce the light-independent reactions by giving new notes. The notes will cover: how plants use the Light-Independent reactions/Calvin cycle to fix carbon (rubisco, PGA, G3P), photorespiration, and a brief introduction to C3, C4 and CAM plants. Then I will put the diagram of the Calvin cycle up on the overhead/computer from the student's textbooks. We will go over step by step what occurs at each site in the Calvin cycle. I will hand out a graphic organizer for students to fill in blanks of the Calvin cycle diagram as we review the diagram together on the overhead. This will give students a nice visual to study from for the test.
Next, I will have students compare what happens in the light-dependent reactions with what happens in the Calvin cycle; mainly the reactants and products of each series of reactions. I will hand out a worksheet that has students compare and contrast the two topics. Students will work independently on this assignment and will be able to refer to their notes and textbook if needed.This assignment will be collected and counted as an assessment.
At this point, I will hand out the graphic organizer that will has 3 spaces to write different versions of the photosynthetic story. This will be student's second versions of the story of photosynthesis. I will tell them to write and illustrate the story (process) of photosynthesis using as much information as we have covered so far. They will be able to use their notes and talk to the person next to them if they desire to do so. On the board, I will have a reminder of what needs to be in the story: sun/sunlight, ATP, carbon dioxide, water, glucose, oxygen, chloroplasts, chlorophyll [a and b], thykaloids, stroma, granum, light-independent reactions, light-dependent reactions. I will encourage them that the more detail the better and to label everything in their stories. I will also let the students know that we will be writing one other version of the story of photosynthesis as we learn more about the process. The students will hand in their stories and I will tell them that they will be returned when we will write our third, and final version.
Closure:
Take Away Points: I will have some categories on the board/overhead [Chemiosmosis, Carbon dioxide uptake (in Calvin cycle), Carbon reduction (in Calvin cycle), RuBP (in Calvin cycle), and photorespiration]. I will hand out a chart that has the categories at the top with blank columns. I will then allow students to work in pairs to come up with as many details they can think of that can fit into these categories. Then I will allow one student from each pair to come up and write their details on the board one at a time. Once they're finished, I will review the 'chart' with the students being sure to point out common details and also fill in any that they may have missed and encourage them to add any other details that other pairs may have come up with to their own chart. This will not be collected.Answer to Question for the Day: Can the complete process of photosynthesis take place in the dark? Why or why not? Students will revisit the question and we will go over the answer together as a class. I will call on students for their responses and we will write out our new answers underneath our answers from the beginning of the lesson, being sure to notice the differences.
Lit Strategy for Exit Assessment: The take away points assignment will be the literacy strategy for today's lesson, but will not be graded.
Pre-Reading Strategy and Homework: Page 214 and printed text from college textbook about C3, C4, and CAM pathways. Strategy to Read: Look at pictures, figures and diagrams. Model: Tonight, I want you to skim over the reading and look at all the figures, diagrams and pictures along with the captions. Then continue to read the text and see where and how the figures etc. help you to understand the concepts in the text. Then I'll show an excerpt from the college textbook (which they will not be reading) and say 'Let's look at these figures. What do they tell us about the reading?" Then I'll read through the text aloud and ask students how the figures helped us understand the concepts. Since we looked at the figures prior to reading, did it give you a sense of what the text was going to be about? Also, because the test is coming up I will remind students that they should be prepared, and not to cram. Students often underestimate the time it will take to prepare for a test. These students wait until the last minute to prepare and attempt to learn an entire chapter or two in one or two days. Break the material into smaller chunks and review 15-20 minutes daily.
Tomorrow's Plan: Rate of Photosynthesis Lab Continued, C3, C4, and CAM plants, Factors Affecting Photosynthesis.
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: